St Joseph's Catholic Primary Academy, Finkil Street, Brighouse HD6 2NT

01484 713037

St Joseph's Catholic Primary Academy

Ofsted an Parent View

We are proud to work with all the Catholic schools across our two local authority areas, particularly as the Trust grows and benefits from the expertise and knowledge that other schools joining in the future will bring.

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Inclusion at St Joseph's means that we actively create a community where we recognise and affirm the value and dignity of every child, staff member, governor and parent. We provide every one with the means and opportunity to develop their potential intellectually, emotionally, physically, socially and spiritually.  We aim to raise the aspirations of and expectations for all pupils with SEND with a focus on their outcomes.


Definition of Special Educational Needs

Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made for them.


All teachers are responsible for meeting the needs of all the children in their class including SEND. At St Joseph’s the SENDCo is Claire Slack who is a member of SLT team and can be contacted via the school office.


This policy was developed in consultation with staff, governors, parents and it reflects the SEND code of practice 0-25 guidance.



  • To comply with the guidance provided in the most recent SEND code of practice, Section 69  of the Children and Families Act 2014 and Regulation 51 and Schedule 1 of the Special Educational Needs and Disability Regulations 2014
  • To nurture the whole child through a holistic approach
  • To provide a SENDCo who will work with children, staff and parents and drive progress towards identified outcomes
  • To support staff in the early identification of and provision for Special Educational Needs


Identifying Special Educational Needs

Our school considers the needs of the whole child when assessing whether additional support is needed. This enables us to make decisions about the best support for a child and how this can be implemented within the four broad areas of need listed below, hindering access to the curriculum:

  • Communication and Interaction - SALT, ASD
  • Cognition and Learning - moderate, severe and profound including dyslexia, dyscalculia, dyspraxia
  • Social, emotional and mental health difficulties - challenging or disruptive behaviour/isolation or withdrawing, attention deficit disorder
  • Sensory/physical needs - specific disability eg visual, hearing, multi-sensory and physical


Children have a learning difficulty or learning difference if they:

  • Have a significantly greater difficulty in learning than the majority of the children of the same age
  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in LA schools
  • Are of compulsory school age and fall within the definitions above or would do so unless special educational provision was not made for them
  • If they match the criteria of the specialist educational services in Calderdale


Children must not be regarded as having a learning difficulty or learning difference solely because the language, or form of language of their home, is different from the language in which they will be taught.


For children of three years and over, educational provision is that which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools.


This SEND policy details how St. Joseph’s School will ensure that necessary provision is made for any pupil who has special educational needs and how those needs are made known to all who are likely to teach them.


We ensure that teachers are able to identify and provide for any pupil who has special educational needs, in so far as is reasonable practical and compatible with the child receiving SEND provision and the efficient education of the pupils with whom they are educated.  


We regard the SEND Code of Practice when carrying out our duties toward all SEND pupils and ensure that parents/carers are fully involved in decisions made by the school regarding the SEND provision made for their child.


Partnership with parents/carers plays a key role in enabling children with SEND to achieve their potential. We recognise that parents/carers hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them. All parents/carers of children with SEND will be treated as partners and supported to play an active and valued role in their child’s education.


Children with SEND often have a unique knowledge of their own needs and their views about what sort of help they would like to enable them to make the most of their education. They will be encouraged to participate in the decision making processes and contribute to the assessment of their needs, the review and the transition process as appropriate.


Identification, Assessment and Provision

Provision for children with SEND is a matter for the school as a whole. All members of staff have an important role to play in day-to-day responsibilities.

On entry to the school, teachers will assess each child’s current levels of attainment in order to ensure that we build upon the pattern of learning and experience already established during the child’s pre-school years. We will liaise with other child care providers to ensure we have as much information as possible on each child. If a teacher is concerned that a child is not reaching a sufficient level of attainment at any point during their learning journey in school advice will be sought from the SENDCo to determine if there is a special education need.


If a child already has an identified special education need, this information may be transferred from the child’s previous setting and will be used by the class teacher and the SENDCo to:

  • Provide starting points for the development of an appropriate curriculum
  • Identify and focus attention on action to support the child within the class
  • Use the assessment processes to identify any learning difficulties
  • Ensure on-going observation and assessment provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning journey
  • To involve parents in implementing a joint learning approach at home


The identification and assessment of the SEND children whose first language is not English, requires particular care. Where there is an uncertainty about a particular child, teachers will look at all aspects of their performance in different subjects to establish if the problems they are having in the classroom are due to limitations in their command of the language that is used or arise from special educational needs.


A Graduated Approach:

In order to help SEND pupils our school will adopt a graduated response that recognises there is a continuum of special educational needs and bring increasing expertise to bear on the difficulties that a child may be experiencing. The school will record the steps it takes to meet the needs of individual children. The SENDCo will have responsibility to ensure that the records are kept, are accurate and available if needed. If we refer a child for statutory assessment, we will provide the LA with a record of our work with that child.



Quality First Teaching- WAVE 1

All children will have inclusive first quality teaching. It is the responsibility of the class teacher to provide quality teaching that caters for different learning styles and abilities.  This includes support from teaching assistants within the class


Additional Support- WAVE 2

Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored and will be placed at WAVE 2 in our graduated response.


  • Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties
  • The child’s class teacher will take steps to provide additional differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand

             the provision and teaching style that needs to be applied

  • The SENDCo will be consulted as needed for support and advice and may wish to observe the pupil in class
  • Pupil progress will be tracked rigorously by the teacher and SLT eg teacher meetings with SLT, scrutiny of work, drop ins by the SENDCo and performance management


  • By following the above steps it will determine the level of provision the child will need going forward. If a child makes significant progress after this intervention they will be placed back at WAVE 1. If the child has made little or no significant progress as a result of applying the assess- plan- do- review cycle, then they will be placed at WAVE 3


  • Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
  • The child is recorded by the school as being under observation due to concern by parent or teacher but this does not automatically place the child on the school’s SEND register. Any concerns will be discussed with parents informally or during parents evenings.
  • Parent’s evenings are used to share information about the progress being made by children.


Focused 1-1 Support - A Passport to Success - WAVE 3 (see Appendix 1)

Strategies employed to enable the child to progress will be recorded on a Passport to Success. This will include information about:

  • The short term targets set with the child (where appropriate)
  • The teaching strategies to be used
  • Parental support opportunities
  • The provision to be put in place
  • When the plan is to be reviewed
  • Outcomes (recorded as staff have seen the targets achieved)
  • Regular meetings between staff parents and child to review progress against the targets take place termly or more frequently The Passport to Success will only record that which is additional to, or different from, the differentiated curriculum and will focus upon three or four individual targets that match the child’s needs and have been set with the child and discussed with the parents. Assessment informs the teacher when setting targets in discussion with the child. Passport to Success will be reviewed regularly with the parents’ and the child’s views on progress will be sought. Wherever possible, the child will be fully involved in the process and setting the targets.


The child’s class teacher will remain responsible for working with the child on a daily basis and for planning and delivering a differentiated programme. Parents will always be kept informed of any action taken to help the child and the outcome of this action.



Where a teacher feels that further support is needed for the child, a request for support from external services is likely to follow a decision taken by the class teacher and SENDCo, in consultation with parents. At WAVE 3+ external support services will usually see the child so they can advise teachers on fresh targets with accompanying strategies, provide more specialist assessments to inform planning and measurement of pupil progress. They will also give advice on the use of new strategies or materials and may provide support for particular activities towards the identified outcomes.


The triggers for WAVE 3+ will be that, despite receiving targeted support, the child:

  • Continues to make little or no progress in specific areas over a long period
  • Continues working at National Curriculum levels substantially below that expected of children of a similar age
  • Continues to have difficulty in developing literacy and maths skills
  • Has emotional or behavioural difficulties that substantially and regularly interfere with the child’s own learning or that of the group/class, despite individualised behaviour management strategies
  • Has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service
  • Has on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning


When the school seeks the help of external services, those services will need to see the child’s records to establish which strategies have already been employed and which targets have been set and achieved. The external specialist may act in an advisory capacity or provide additional assessment or be involved in working with the child directly. The resulting Passport to Success will set out fresh strategies for the child to support progress. These will be implemented, at least in part, in the normal classroom setting. The delivery of any interventions recorded in the Passport to Success continues to be the responsibility of the child’s teacher. Cost implications are considered throughout the discussion with external agencies and parents in order to best meet the outcomes for the child. 

At this stage we also complete an ‘All About Me' document gathering information from and about the child.


School Request for a Statutory Assessment

Where the school makes such a request, the child will have demonstrated significant cause for concern. The LA will need information about a child’s progress over time and documentation in relation to the child’s needs and any action already taken to deal with those needs. This includes any resources or special arrangements put in place. The school will provide this evidence through WAVE 2, WAVE 3 and WAVE 3+ records.

This information may include:

  • ‘Passport to Success’ for the child
  • Records of regular reviews and their outcomes
  • A provision map of relevant strategies being implemented by the school
  • The child’s health including medical history where relevant including Pupil Profile
  • National Curriculum attainment – attainment in literacy and maths against key performance indicators
  • Other assessments – educational and otherwise eg: from educational psychologist
  • Views of the parents/carers and child
  • Involvement of any other professionals such as health, social services or education welfare service
  • Support may be accessed from the LA if the school wishes to apply for funds from the high needs block.


Statutory Assessment of SEND

This involves consideration by the LA. They will work co-operatively with parents, the school and other agencies where appropriate. The information they gather will determine whether in their opinion a statutory assessment is necessary. A child can be brought to their attention by the school, the parent or other outside agency. Where the evidence presented to the LA suggests a child’s learning difficulties have not responded to relevant and purposeful measures taken by the school and any others involved, they may consider the case for a statutory assessment of the child’s special educational needs. The LA may decide that the child’s educational provision needs to be determined through an Education (Health Social Care) Plan. The Plan will include:

  • The child’s name, address and date of birth
  • Details of the child’s special needs
  • The special educational provision deemed necessary to meet these needs
  • Relevant long and short term outcomes for the child
  • The type and name of the school where this provision is to be made
  • Strategies to support
  • Relevant non-educational needs of the child
  • Information on non-educational provision
  • Views of the parent/carer and the child


All children with such a Plan will have annual outcomes set for them that have been agreed in consultation with relevant outside agencies, parents/carers and where appropriate – the child, and include strategies identified in the Plan.  These outcomes will inform the Passport to Success targets and implemented as far as possible in the classroom setting. The delivery of interventions recorded in the Passport to Success will continue to be the responsibility of the class teacher.  Please refer to the Local Offer from Calderdale for further information regarding the support available.


Annual Review of a Plan

All Education, Health Social Care Plan must be reviewed annually with the parents/carers, the child where appropriate, the LA, the school and any other agencies involved with that child. At this review any suggested amendments will be discussed and all stakeholders will have the opportunity to comment on the Education, Health Social Care Plan provision (EHCP), progress and any other relevant issues around the child. The review should focus on what the child has achieved as well as any difficulties that need to be resolved.


At the review in Year 5, the aim should be to give clear recommendations as to the type of provision the child will require at secondary stage. It will then be possible for the parents/carers to visit secondary schools to consider the options within the same timescales as other parents. The SENDCo of the receiving school will be invited to attend the final review of pupils with EHCPs to allow them to plan an appropriate Passport to Success for the start of the new school year, ensuring that effective and supportive transfer will be in place.


Removing a child from the SEND register

Children can be removed from WAVE 3 when all concerned feel that there is no longer a specific area of need. This will be through discussion with parents/carers and the child.  When this decision is made the child will be placed back at WAVE 2 and will be monitored to ensure that they continue to make good progress in all areas.


Supporting Pupils with Medical Conditions

At St Joseph’s we recognise that children with medical conditions need to be properly supported so that they can fully access their education including PE and school trips. All trips take into account the needs of all children including a residential visit.  All children with specific medical conditions have an individual Health Care Plan.  Where a child has specific on-going medical needs key staff are trained to meet individual needs.  Where a child with specific medical needs and SEND we take care to seek the correct support from all relevant agencies to meet their needs.


Training and Resources

Our school receives a notional sum for SEND which is used to support the needs of our pupils. Termly updates on SEND issues are delivered in staff meetings lead by the SENDCo.  All staff are encouraged to undertake relevant training in order to maintain and develop first quality teaching and provision.  Where a specific need is identified training is provided.  Staff induction includes SEND provision and practice within our school and to discuss the needs of individual pupils.

The school’s SENDCo regularly attends LA network meetings to keep up to date with local and national developments in SEND. Where possible, SENDCo cluster groups provide additional support


The Role of the SENDCo

The responsibility if the SENDCo includes:

  • Overseeing the day to day operation of the school’s SEND policy
  • Co-ordinating the provision for the SEND children
  • Liaising with and advising teachers and other staff
  • Support teachers and provide advice
  • Supporting SEND assistants
  • Overseeing the records of all the children with SEND
  • Liaising with the parents/carers of the SEND children
  • Contributing to the in-service training of staff
  • Keeping up to date with initiatives and SEND legislation
  • Liaising with external agencies including the LA’s support, health and social services and any other relevant bodies 

Role of the SEND Governor

  • Keeping up to date with SEND
  • Ensure that statutory duties are met
  • Meeting with SENDCo on a regular basis
  • Offering challenge and support
  • Monitor the progress of identified children
  • Organise and lead SEND sub-committee meetings
  • Feedback to full governors

The lead SEND Governor is Mr M Fortis.


Role of SEND Teaching Assistants

  • To support the teacher in providing access to curriculum through first quality teaching
  • To plan where appropriate the individual intervention programme eg SALT, SULP
  • To carry out specific programmes identified by the class teacher or outside agencies to meet the outcomes for a child. This may be in a 1-1 or small group situation
  • To adapt tasks to either scaffold or challenge the learner as needed
  • To feedback to the teacher on progress towards any outcomes
  • To administer medical assistance in line with the health care plan once the relevant training has been provided


Designated Safeguarding Leads

Mrs Hodges - Headteacher

Mrs Bonner - Deputy Head


Responsibility for managing Pupil Premium Grants / Looked After Children’s Funding

Mrs Hodges Headteacher (working with the SENDCo Claire Slack)


Storing and Managing Information

All SEND records are kept secure in a locked cupboard that the SENDCo and SLT have access to.

All staff laptops/ memory sticks are encrypted. All hardware is wiped by local authority before it is disposed of.  Paper copies of documents are passed on to the receiving school when a child leaves.



SEE school accessibility plan


Dealing with Complaints

SEE complaints procedures (Trust Policy)



Our school has zero tolerance to bullying for all children.

(See anti-bullying policy and children’s leaflet)


Monitoring and Evaluation of this Policy

The Governors will review this policy every two years. The SENDCo will carry out regular monitoring and evaluation in consultation with staff, parents/carers and children as to the effectiveness of the policy, with particular reference to success factors. The SENDCo will report on SEND issues to SEND named Governor (Mr M Fortis) and to the to the full Academy Council.